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Overlooked Perspectives: Elementary Preservice Teachers' Perceptions on Their Educator Preparation Program

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Title: Overlooked Perspectives: Elementary Preservice Teachers' Perceptions on Their Educator Preparation Program
Language: English
Authors: Melody Zoch (ORCID 0000-0002-0594-1622), Dawn Bagwell (ORCID 0000-0001-5752-7303), Malitšitso Moteane (ORCID 0000-0002-4674-2670)
Source: Journal of Teacher Education and Educators. 2025 14(2):101-118.
Availability: Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Elementary School Teachers, Student Attitudes, Teacher Education Programs, Program Content, Course Content, Internship Programs, Program Improvement, Preservice Teacher Education, Professional Identity, Ideology, Language Usage, English (Second Language), Second Language Instruction, Spanish, Diversity, Culturally Relevant Education
ISSN: 2147-0456
2147-5407
Abstract: This qualitative study examines the experiences of 12 elementary preservice teachers (PSTs) in their educator preparation program (EPP) at a university in the southeastern United States. Through survey and interview data, we elicit PSTs' perceptions of their program holistically. Findings surface PSTs' perceptions in four key areas: program structure, course content, internships, and critical consciousness. The study suggests that EPPs can enhance PSTs' experiences by incorporating PST feedback into programmatic decisions, strengthening support for critical consciousness. The PSTs' perceptions highlighted in this study have the potential to inform EPPs' decision-making and to impact the work of teacher educators more directly in efforts to cultivate more inclusive, responsive, and community-centred teacher preparation. Our findings provide insights into how institutions may adapt reflective processes to consider their individual contexts, allowing the results of this study to inform a larger international body. We argue that listening to PSTs can be a powerful and valuable way of examining our own teacher education practices and should inform programmatic decisions and practices. Their voices can help teacher educators rethink, reshape, and reimagine teacher preparation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483362
Database: ERIC
FullText Text:
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  Data: Overlooked Perspectives: Elementary Preservice Teachers' Perceptions on Their Educator Preparation Program
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  Data: <searchLink fieldCode="AR" term="%22Melody+Zoch%22">Melody Zoch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0594-1622">0000-0002-0594-1622</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dawn+Bagwell%22">Dawn Bagwell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5752-7303">0000-0001-5752-7303</externalLink>)<br /><searchLink fieldCode="AR" term="%22Malitšitso+Moteane%22">Malitšitso Moteane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4674-2670">0000-0002-4674-2670</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education+and+Educators%22"><i>Journal of Teacher Education and Educators</i></searchLink>. 2025 14(2):101-118.
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  Data: Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
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  Data: Y
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  Data: 18
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Content%22">Program Content</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Internship+Programs%22">Internship Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Improvement%22">Program Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink>
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  Data: 2147-0456<br />2147-5407
– Name: Abstract
  Label: Abstract
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  Data: This qualitative study examines the experiences of 12 elementary preservice teachers (PSTs) in their educator preparation program (EPP) at a university in the southeastern United States. Through survey and interview data, we elicit PSTs' perceptions of their program holistically. Findings surface PSTs' perceptions in four key areas: program structure, course content, internships, and critical consciousness. The study suggests that EPPs can enhance PSTs' experiences by incorporating PST feedback into programmatic decisions, strengthening support for critical consciousness. The PSTs' perceptions highlighted in this study have the potential to inform EPPs' decision-making and to impact the work of teacher educators more directly in efforts to cultivate more inclusive, responsive, and community-centred teacher preparation. Our findings provide insights into how institutions may adapt reflective processes to consider their individual contexts, allowing the results of this study to inform a larger international body. We argue that listening to PSTs can be a powerful and valuable way of examining our own teacher education practices and should inform programmatic decisions and practices. Their voices can help teacher educators rethink, reshape, and reimagine teacher preparation.
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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1483362
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 101
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Program Content
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Internship Programs
        Type: general
      – SubjectFull: Program Improvement
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Ideology
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
    Titles:
      – TitleFull: Overlooked Perspectives: Elementary Preservice Teachers' Perceptions on Their Educator Preparation Program
        Type: main
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            NameFull: Melody Zoch
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            NameFull: Dawn Bagwell
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            NameFull: Malitšitso Moteane
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              Type: published
              Y: 2025
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              Value: 2147-0456
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              Value: 2147-5407
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              Value: 14
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